Knowledge construction through e-learning platforms

Knowledge construction through e-learning
platforms
Dra. Erla M. Morales Morgado
GRIAL Research Group
Faculty of Education
University of Salamanca
erla@usal.es
Dña. Silmara Yelitza Marchena
Faculty of Education
University of Salamanca
smarchena@usal.es
Berlin, Germany. January 6th, 2017

Introduction
Concept
Characteristics
Evolution
Pedagogical
models
Open Learning
Learning
Communities…
Instructional
Strategies
Role Playing
Articulation
and
Reflection..
Learning
Technologies
Private and
Open
Platforms
m-Learning
E-Learning

E-Learning
Can be defined as an open and distributed learninig
environment that utilizes pedagogical tools, enabled by
Internet and Web-based technologies, to facilitate
learning and knowledge building through meaningful
action and interaction (Dabbagh, 2005)
e-Learning
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition

Instructional Strategies
e.g. collaboration, articulation,
reflection, role-playing, exploration,
problem solving
Pedagogical Models or Constructs
e.g. open/flexible learning,
distributed learning, knowledge
building communities
Learning Technologies
e.g. asynchronous & synchronous
communication tools, hipermedia
& multimedia tools, Web
authoring tools, course
management systems
E-Learning
e-Learning
1
2
3
Theory-based desing
framework for E-learning
Dabagg, N. (2005)

e-Learning
Open Learning
Distributed
Learning
Learning
Communities
Communities of
Practice
Knowledge
Building
Communities
• Are the mechanism by which we link theory to practice.
• Lead to the specification of instructional strategies.
• Pedagogical models and strategies aim to:
allocate control of the sequence of instruction to
learners (Coleman, Perry, & Schwen, 1997),
• Task the learner with creating, elaborating, or otherwise
constructing representations of individual meaning
(Hannafin, 1992).
Pedagogical models
Dabagg, N. (2005)

e-Learning
Promoting Authentic Learning Activities
Fuente: Orozco, C. (2017). https://tube-old.geogebra.org/o/PFFNBwMr
Using graphics to present
elements of a case or
problem to make it more
realistic.
Thesis:
Learning Objects and Geometric Representation
for teaching "Definition and applications of
geometric vector.“ (Orozco, 2017)

Developing a direct manipulation interface using web authoring tools to
allow learners to inmerse themselves in, and manipulate, certain aspects
of the case environmet.
e-Learning
http://cmap.ihmc.us/
http://www.mindmeister.com/es
http://freemind.sourceforge.net/

http://www.xtimeline.com/index.aspx
http://www.dipity.com/
e-Learning

Supporting Role-Playing
https://www.secondlife.com
o Allows learners assume practitioner and
professional roles such as scientists,
physicians, historians, salesperson, and other
o Allows learners to practice their knowledge
and skills in a simulated real world situation
and immediately observe the results of their
actions,
o Promotes reflection and meaningful learning.
e-Learning

https://www.classcraft.com/es/
e-Learning
Supporting Role-Playing

Promoting Articulation and Reflection
Articulation involves “having students think about their actions and give reasons for their
decisions and strategies, thus making their tacit knowledge more explicit or overt” (Wilson & Cole,
1996, p. 606).
Examples: Using a Edublog for:
• Providing students with a web posting area and appropriate tools to publish their work (e.g.,
draft papers or problem solutions).
• Designing an activity that engages students in keeping an online journal in which they reflect on
their understanding of the reading material for the course.
e-Learning

e-Learning
Activities
Promoting Articulation and Reflection
. EduBlogs
EduBlogs
Lectures and
Discussions
Research
Multimedia
Resources
Publish
activities
Collaborative
work
Learning Skills
Communication
through
different codes
Critic and
reflexive
thinking
Values

Promoting Collaboration and Social Negotiation
A collaborative strategy can be defined as an instructional strategy that encourages interaction
between and among two or more learners to maximize their own and each other’s learning.
Examples in E-Learning contexts using learning technologies include:
e-Learning
o Designing activities that allow group
members to share documents related to a
group project.
o Using a Wiki, where users are able to create
and reorganize the contents.
o Add links, digital documents, etc.

e-Learning
WikiCollaborative
Work
Brainstorming
Share Class
notes
Create Stories
Work in other
wikis

e-Learning
It is a list of tasks completed with cards,
used with a team or alone.
Example:
• Create a collaborative
project through Trello
https://trello.com/

Hangouts
Engaging students in synchronous communication activities using virtual chat and videoconferencing.
e-Learning

Didáctica de la Educación Infantil
Students
Setting online group
discussion areas focused
around a topic or specific
activity, goal, or project,
such as a case study, using
asynchronous discussion
forums, to promote
collaboration and social
negotiation
e-Learning
Using Google Plus Circle for discussing a specific topic.

Is an instructional strategy that emphasizes the construction of
flexible knowledge. By exposing students to multiple points of view of
understanding or judging things or events, learners rearrange
information to construct new knowledge, acquiring flexible and
meaningful knowledge structures
(Duffy & Cunningham, 1996, p. 178).
e-Learning
Supporting multiple perspectives

e-Learning
Analyze different
perspectives and
mistakes
Identify,
Compare,
Classify
Induction,
deduction
Learning Skills
Example:
• Designing activities that allow group members to share
documents related to a group project.

Activity: Around the world in 80 minutes
http://www.xtec.cat/~jvivanco/80minuts/80minutos.htm
• Based on GIS Applications like
GoogleEarth
• Allow students to go different places
• Customize the information about the
places, etc.
EarthQuests
• Geointeractive activities
• Select a case of study together with
geographic components
• Examples: History exploration, etc.
GeoQuest
http://www.slideshare.net/corcosuk/geoquest-actividades-educativas-geointeractivas-
presentation
e-Learning

e-Learning
USAL Project
Informational competency development through the interactive
learning objects, desing, creation and implementation
Objetives:
Design, creation and evaluation of learning objects, based on learning
styles in order to develop skills related with the eficient use of the
information(Searching, selection, storing and information register)

Activo Reflexivo Teórico Pragmático
Características principales
Animador
Improvisador
Descubridor
Arriesgado
Espontáneo
Concienzudo
Receptivo
Analítico
Exhaustivo
Observador
Metódico
Lógico
Objetivo
Crítico
Estructurado
Experimentador
Práctico
Directo
Eficaz
Realista

Learning styles (Honey & Mumford, 1986).
e-Learning

REFLEXIVO
1. Information Sources Theoric
2. The internet browsers Reflexive
3. Optimization of Google
browser
Pragmatic
4. Academic Plagiarism Active
e-Learning
Learning Objects designed for Learning Styles (Campos-Ortuño & Morales-Morgado, 2013).

Active Reflexive Theoric Pragmatic
1) Attention 1) Attention 1) Preparatory
activity;
1) Attention
2) Preparatory
activity;
2) Theory 2) Attention 2) Preparatory
activity;
3) Theory 3) Preparatory
activity;
3) Theory 3) Theory
4) Principal
activity;
4) Theory 4) Principal
activity;
4) Principal
activity;
5)evaluation/
Autoevaluation/
reflection.
5) Principal
activity;
5) evaluation/
Autoevaluation/
reflection.
5) evaluation/
Autoevaluation/
reflection.
6) evaluation/
Autoevaluation/
reflection.
e-Learning
Learning Objects content designed for Learning Styles (Campos-Ortuño & Morales-Morgado, 2013).

1. Attention
2. Preparatory activity
3. Theory
4. Principal activity
5. Evaluation/
Autoevaluation/
reflection.
• Orange colour
• Video showing a real
situation
e-Learning
Example of LO based in learning styles (Campos-Ortuño & Morales-Morgado, 2013).

Plagirism in latinpamerican context
Chilean Law of Intelectual property
http://academica2.usach.cl/
e-Learning
Example of LO based in learning styles: adaptation to Chilean context
Morales-Morgado, E. M., Ortuño, R. A. C., & Bonilla, A. A. P. (2016).

http://11-mism-1-011.blogspot.com.es/
The Web 2.0 is not a
technological revolution, it is
a social revolution. "Here's
my take on it: Web 2.0 is an
attitude not a technology.
Downes (2005).
e-Learning

LMS (Learning Management Systems)
e-Learning
The dominant learning
technology employed today is
a type of system that
organizes and delivers online
courses—the learning
management system (LMS).
Downes (2005)

Private e-Learning platforms
It provides the teacher with a virtual private space, in which messages, files
and links can be shared, a classroom calendar, as well as proposing tasks
and activities as well as managing them.
.
e-Learning
https://www.edmodo.com
http://www.redalumnos.com/https://www.neolms.com/

Open Source e-Learning platforms
.
e-Learning

e-Learning
The “traditional” eLearning platforms,
despite their large penetration and
consolidation, need to evolve and open
themselves to support this rich fan of
possibilities demanded by the users,
ceasing to be the centre technological
attention to become another
component into a complex digital
ecosystem oriented to the learning and
knowledge management, both at
institutional and personal levels.
(Gacía-Peñalvo & Seoane, 2015)
Imagen. An example of a personal learning network that includes informal skills
(García-Peñalvo et al., 2014)
e-Learning platforms

e-Learning
Sharing
information
from
Linkedin to
Twitter
Twitter gadget into Moodle
Gadgets into Moodle
.

e-Learning
Gadgets into Moodle
. Add RSS
Really Simple
Syndication

m-Learning
m-Learning
M-learning is a new learning approach to support
personal learning demands that may happen
anywhere and/or at any time; or in response to the
process of coming to know,
by which learners in cooperation
with their peers and teachers,
construct transiently stable interpretations
of their world
(Sharples, Taylor and Vavoula, 2005).
Citated by Casany et al., 2012)

m-Learning
m-Learning
Moodbile: A Framework to Integrate m-Learning
Applications with the LMS
Casany et al. (2012)
Integrate mobile devices and educational applications
with the LMS through webservices; introducing the
Moodbile project that provides an extension of Moodle 2.0
webservices for mobile integration and two mobile clients
ready to use on real courses.
Journal of Research and Practice in Information Technology, Vol. 44, No. 2, May 2012

Phd programme Education in the Knowledge Society
(http://knowledgesociety.usal.es)
PhD Programme coordinator:
Dr. Francisco José García Peñalvo
fgarcia@usal.es
@frangp
(García-Peñalvo, 2013a ;2013b; 2014a; 2015)

Research groups
Education in the Knowledge Society PhD Programme
http://grial.usal.es http://ocausal.imbv.net/ind
ex.php/el-oca/
http://gite213.usal.es/
http://visualmed.usal.es/ http://gro.usal.es/ http://electra.usal.es/
http://grial.usal.es
Unidad de Investigación Consolidada UIC 081 - GRIAL

International Conference
Technological Ecosystems for
Enhancing Multiculturality (TEEM’16)
http://2016.teemconference.eu/
– TEEM 2013 – Salamanca, Spain, November 14 - 15, 2013
http://dl.acm.org/citation.cfm?id=2536536
– TEEM 2014 – Salamanca, Spain, October 01 - 03, 2014
– TEEM 2015 – Porto, Portugal, October 07-09, 2015
– TEEM 2016 - Salamanca, Spain, November 2-4, 2016
– TEEM 2017 – Cádiz, Spain, October 18-20, 2017
http://teemconference.eu

International Conference
Technological Ecosystems for
Enhancing Multiculturality (TEEM’16)
http://2016.teemconference.eu/

References
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https://springerplus.springeropen.com/articles/10.1186/s40064-016-1828-y
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References
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Integrate m-Learning Applications with the LMS. Journal of Research and Practice in Information Technology (JRPIT), 44(2), 129-149.
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Teaching and Learning, 1(1), 25-44.
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Enhancing Multiculturality, TEEM 2016. New York, USA: ACM.
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References
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• Orozco Rodríguez, C. M., Morales-Morgado, E. M., & Moita, F. G. da S. C. (2015). Learning Objects and Geometric
Representation for Teaching “Definition and Applications of Geometric Vector.” Journal of Cases on Information
Technology, 17(1), 13–30. https://doi.org/10.4018/JCIT.2015010102
• Scopeo. (2013). SCOPEO INFORME No2: MOOC: Estado de la situación actual, posibilidades, retos y futuro. Salamanca.
http://scopeo.usal.es/informes/scopeo-informe-no-2-mooc-estado-de-la-situacion-actual-posibilidades-retos-y-futuro/

Correo USAL: erla@usal.es Blog personal: http://diarium.usal.es/erla/
Correo Gmail: erlamorales@gmail.com Blog grupo Grial: http://grial.usal.es/grial/erlamorales
Twitter: erlamorales Blog DIRED: http://diarium.usal.es/linglingyang
Dra. Erla Mariela Morales Morgado
Dpto. Didáctica, Organización y Métodos de Investigación
Universidad de Salamanca

Knowledge construction through e-learning platforms

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